During this visit, you should work with one or more groups of students if you haven't already, and observe your teacher doing the same. For this journal entry, describe your teacher's teaching style. What type of relationships with students does he or she nurture in his or her classes? How do students perceive that power is distributed in the classes? Does this vary within or across the different classes the teacher has? Cite examples from your observations to support your inferences. Remember to reflect on what style of teaching you will gravitate toward and the how you want to be perceived by your students.
My teacher is very laid back with his ecology and biology classes because he has had most, if not all, of these students before. Many students took these classes because Mr. Zabel taught them. Many students are in both his classes. Because these classes are considered electives and not mandatory so Mr. Zabel focuses on a lot of group work where the students are finding their own information. He gives background notes and then releases the students into their groups and lets them complete the project on their own.
As the students are working on their projects he floats around from group to group checking on the groups and gathering missing work from those who had NECAPs. He is there for his students and it's a weird thing to realize after being in college for so many years, I'm used to missing class and then being out of luck for missed quizzes but he is available for his students whether it be during lunch or after school.
In his elective classes Mr. Zabel is a lot more laid back than his Bio I classes. In his his Bio I classes he is much more about the material and vocal and having the students learn through his teaching. However, his elective classes have projects where they find information on their own and complete labs almost every day. I's a different dynamic but I see why he does it.
I'm a lot like Mr. Zabel because I want the students to come to me if they need help. I never want them to feel like I'll yell or be mad because they don't understand something. I remember having teachers in high school that I would never go to for help because they made me feel so bad. I worked with a couple students in his Bio II classes on the computers and after I helped one student the others didn't even hesitate and called me over to their groups to do the same. I don't want to be seen as someone who talks at them all day but instead talks with them and asks questions that they need to think about. I want them to understand why biology is important and how it affects them. In the lab they are doing now some of them understand and I can't wait to do that once I start teaching them.
During this visit, you should work with one or more groups of students if you haven't already, and observe your teacher doing the same. For this journal entry, describe your teacher's teaching style. What type of relationships with students does he or she nurture in his or her classes? How do students perceive that power is distributed in the classes? Does this vary within or across the different classes the teacher has? Cite examples from your observations to support your inferences. Remember to reflect on what style of teaching you will gravitate toward and the how you want to be perceived by your students.
This observation is based on my visits to the middle school science class I have been assigned to. The teacher’s style is friendly, and he seems eminently patient with his students. The teacher has a longstanding positive reputation in the school and capitalizes on that history with his students, who are in the second year of the cluster’s loop – that is, he has had these students for two years and knows them well. The students clearly trust and respect the teacher, and want to please him. His power is tangible but passive. He does not need to exert authority very often. However, his last class of the day has the highest percentage of students with IEP’s, and they recognize that they are not performing up to standards. This creates a bit more work for the teacher as he has to spend more time guiding and reassuring these students. I would want to emulate some aspects of this teacher’s style, though I think I will have to actively strive to be authoritative, and not authoritarian, in the classroom.
Observe a laboratory activity or base your answer on past visits. How does your CT conduct a typical laboratory activity? How does he or she open the activity and organize student groups? How do students learn what they're expected to do during the period? Reflect on your reading about inquiry and your experience with the NECAP inquiry task. How did the laboratory activity you observe prepare students for the type of activities that might show up on the NECAP in the future? What inquiry elements would you strengthen? What science practices do you want to stress when you're teaching?
The observed lab activity seemed to follow a standard sequence in the classroom, one that the students were clearly familiar with. Students sit in small group settings, three or four to a group of desks. The teacher introduces the lab with a guided reading, which the students take home and review. The students are asked to develop answers to a series of questions and compare them in class the next session. The teacher then goes over the answers with the class. When the lab is beginning, the teacher helps focus the students on the questions to be answered, as well as the additional learning opportunities. Thus, he might help them identify which variables they might want to manipulate (if there is more than one) and what type of variables they will be observing. Once the groups have determined which variable they will be testing, he allows them to discuss how they would use the materials provided to best test that variable. If they need guidance or correction, he steers them towards the right setup without directing it. I think this is a good preparation for NECAP inquiry tasks, forcing students to think for themselves and develop solutions. My focus in such activities would be on the critical thinking aspects – developing methods for testing hypotheses and analyzing data to arrive at conclusions. During this visit, you should work with one or more groups of students if you haven't already, and observe your teacher doing the same. For this journal entry, describe your teacher's teaching style. What type of relationships with students does he or she nurture in his or her classes? How do students perceive that power is distributed in the classes? Does this vary within or across the different classes the teacher has? Cite examples from your observations to support your inferences. Remember to reflect on what style of teaching you will gravitate toward and the how you want to be perceived by your students. In viewing my CT’s teaching style, I would describe it as clear and organized, enthusiastic, and personalized/invested. First off, walking in I was surprised how clean the classroom was. Typically, if I were to describe a science teacher’s classroom, from making it up or from my own experiences in a variety of classrooms, it would not be described as neat and orderly; regardless, all books and materials were in order and her personal desk was very well kept. Still, it kept in the spirit of a science classroom with many bright displays and posters, while also having individual boards for each of her classes and the standards they were trying to address in the current unit. It translated over to working with students, as each student was prepared with all their materials she gave them (reference sheets for unit conversion, pre-made packets, and note-taking outlines) and could grab everything they needed quickly and efficiently to get down to work.
She jumped into the day’s class with great enthusiasm to up the engagement level while asking students questions to keep a balance between her talking and their contributions, but not in an overbearing way that stressed kids who were not contributing, which I noted. It kept the energy of the class up, and once they left to do their work, she discussed with me the final descriptor of her style--invested. She may not have used the exact words, but the way she interacted and talked about her students demonstrated it clearly. Students in this school are given numerical grades, but also “Habits of Work” grades, which are determined by how a student behaves in class, if they can interact respectfully with others, and if they can meet deadlines; she want her students to be good people, not just good students. Another instance demonstrating her investment to teaching is the stress she puts on family communication and knowing her students. When I came in, a class was ending and I viewed an interaction between my CT and a student; the student was in a bad mood and had felt disrespected at the beginning of class, when the CT had talked with the class about developing certain skills to improve their assignments. The student took offense and my CT had noticed a change in behavior, which prompted her to call home, only to find out the student was having a number of problems that explained why they were often unprepared or interpreting comments negatively.
Overall, the most appealing aspects of my CT’s teaching style are her organizational abilities and how it translates to her classroom management, and how she interacts with her students. I am a fan of organization overall and would envision myself as having a neat classroom, but finding ways to make my students more efficient and organized will make my class run much more smoothly. I like how the students had all the materials they needed--reference sheets, note outlines, and the like, before they even began the lesson. Small steps like this increase the fluidity of transitions, ensuring engagement continues even as activities shift, and would allow for me to actually work with students rather than spending time preparing (making copies, directions, redirections etc.) them to work alone.
Also, much like in my teaching philosophy, she values knowing her students as people. Knowing there was a problem with a student and going to lengths to understand the situation was very inspiring, to know that educators like her exist. Even when the student responded rudely, she was polite and remained open to talking later on if the student wanted to return to the issue. Sometimes I feel like the drive to go above and beyond like that is lacking, especially at the high school level, but I do view it as important. To integrate this into my teaching style would mean actually knowing what is going on with my students outside of my classroom, outside of the school even, as all these other interactions go on to guide the behavior I will be seeing in my class. The class and the teacher were in no sort of struggle for power; everyone was respectful and encouraged to participate, not just be submissive and sit listening to the teacher lecture. Creating strong relationships with my students is important to me and I aim to never have power be an issue in my classroom; I think it would be hard to build rapport with anyone, never mind a teacher, if you thought they viewed you as inferior or less because they are older/smarter/have more degrees/have more power, regardless of what the other party is thinking. Location: Lincoln Middle School Grade: 6th grade general science Date of Visit: October 7, 2013
Observation/Reflection #3: A Matter of Style Observe a laboratory activity or base your answer on past visits. How does your CT conduct a typical laboratory activity? How does he or she open the activity and organize student groups? How do students learn what they're expected to do during the period? Reflect on your reading about inquiry and your experience with the NECAP inquiry task. How did the laboratory activity you observe prepare students for the type of activities that might show up on the NECAP in the future? What inquiry elements would you strengthen? What science practices do you want to stress when you're teaching?
Observation: When I arrived at Lincoln Middle School on this day, the students were finishing a week-long laboratory experiment that they had started during the previous week. The experiment involved using different types of paper to make paper airplanes, and then evaluating how well they flew based on the distance they traveled. The purpose of the experiment was to determine which type of paper was conducive to creating the “best” paper airplane. All of these instructions, as well as a guided laboratory report, were on a handout that the students were given the previous week when the activity started. This experiment was an exercise in measuring mass and distance, while also activating students’ creativity, as they were allowed to design and make the paper airplanes in any way that they chose. Students worked in groups of three in each of the four classes. The teacher uses a Web site that takes a class roster and randomly assigns them to groups. She said that this is, in her opinion, the best way to assign groups because it is 100% randomized and, as a result, the students rarely complain about with whom they are grouped. Once the students met with their groups, they did one of two activities: 1) finished testing their paper airplanes in the hallways or cafeteria, or 2) started graphing their data in the classroom. The groups went to their assigned locations and the teacher then walked between the various hallways, cafeteria, and the classroom monitoring the students. When I asked why the students were allowed to go to different areas of the school without constant supervision, the teacher explained that the new security systems in place at the school constitute a school resource officer that is constantly patrolling the halls as well as a sophisticated security camera system that monitors every hallway and common area in the building. Therefore, if the students misbehaved, they knew that they were on camera and would be immediately disciplined.
Reflection: While I am a strong advocate for inquiry-based learning, I must admit that I have no experience with the NECAP inquiry task because I did not go to public school. However, after doing some research on these tasks, I can see that many of the tasks given in the past seem to mimic laboratory experiments while also incorporating skills in scientific literacy and mathematics. The experiment that I observed at Lincoln Middle School can prepare students for the type of inquiries that may show up on the NECAP in the future by teaching students the standard structure of a laboratory report as well as basic measuring skills. During the experiment that I observed, students had to, in writing, define a purpose, formulate a hypothesis, explain their reasoning for the hypothesis, create a data table, formulate a graph from their data, write a conclusion, and answer multiple analysis questions. While the level of difficulty is certainly not that of a high school-level assignment, the same properties of a laboratory report are being presented, and many of these tasks are included on inquiries on standardized science exams. In order to strengthen the quality of the assignment, I personally would ask students to explain why the data they measured supports or refutes their hypothesis. This is one element that lacked in the assignment, and it forces students to critically think about why they even did the experiment in the first place. This is an important skill that they will need as they progress to the higher grades, so it is never too early to begin teaching it. When I become a teacher, science practices that I hope to stress in my classes are very similar to those presented in this type of experiment. I also hope to be able to teach students how to properly use laboratory equipment so that they genuinely feel like “real scientists” when they are performing experiments in the classroom. By emphasizing the authenticity of inquiry-based learning, I hope that my students will acknowledge the importance of science in the real world and come to enjoy my class.
During this visit, you should work with one or more groups of students if you haven't already, and observe your teacher doing the same. For this journal entry, describe your teacher's teaching style. What type of relationships with students does he or she nurture in his or her classes? How do students perceive that power is distributed in the classes? Does this vary within or across the different classes the teacher has? Cite examples from your observations to support your inferences. Remember to reflect on what style of teaching you will gravitate toward and the how you want to be perceived by your students.
Observe a laboratory activity or base your answer on past visits. How does your CT conduct a typical laboratory activity? How does he or she open the activity and organize student groups? How do students learn what they're expected to do during the period? Reflect on your reading about inquiry and your experience with the NECAP inquiry task. How did the laboratory activity you observe prepare students for the type of activities that might show up on the NECAP in the future? What inquiry elements would you strengthen? What science practices do you want to stress when you're teaching?
My CT usually conducts lab activities with a brief description of the activity, going over the information that is on the lab handout. It is his practice to mix up the groups by having them count off by number to form the number groups needed. Students learn what is expected during the first ten minutes of class, when Mr. O'Malley explains the procedures that will be used in the labs, they are also told the information that will be required for filling out the questions.
Observation: The middle school science class that I observed Mrs. Brocato teaching at my most recent observation was one on measuring. She was teaching them the correct way to use a ruler and also how to use the metrics system. She began class by collecting homework and stamping student’s agenda books to make sure they had copied down the homework for next class. She then posed a question to the class, “Other than scientists or mathematicians, give me an example of a profession that requires the use of measurements”. The class than had an informal discussion with students offering up different answers, some being humorous. Mrs. Brocato did not chastise students for the humorous answers but would often play on the joke, but only for a moment. She would quickly bring the classes attention back to the question if a joke was going on for too long. After this class discussion Mrs. Brocato used a PowerPoint presentation to lecture on the importance of measurements and how essentially every career involves some form of measuring. After that she used the PowerPoint to explain how to convert from the U.S. system of measurements to the metric system. She then gave the class a worksheet and rulers and had them measure many different objects around the room. After this, she went over the student’s answers with them.
I would also like to point out an example of how Mrs. Brocato interacts with her students that I observed at a different observation. When a student is not working or straying off task, Mrs. Brocato rarely yells at them. Instead, she simply reminds them what they should be doing and that is often enough. Other times she uses humor to encourage them to stop the behavior. One instance I can think of was when a student did not have his materials. She made light of the situation commenting on how this student often lost his materials. The rest of the class joined in and a class wide “bet” was formed to see how long this student could go without losing the glue stick.
Reflection: I feel that Mrs. Brocato has a very effective way of dealing with the fact that her lessons are very long (An hour and 40 minutes). The class discussion at the very beginning of class was a very effective way of getting the classes attention and getting all of the students involved. The fact that she let a few joke slide also created a positive environment where students were not simply giving bland answers and waiting for the class to end. I also got the feeling that even though it had only been together for a short time, the class was comfortable with each other. The discussion I witnessed was much more involved than most discussions I have been apart of at URI. Also, immediately after the most boring part of class, the lecture, Mrs. Brocato gave the students a chance to get up and stretch their legs by measuring things around the room. This broke up the long period and allowed for the students to interact with each other while also accomplishing the goals of the lesson.
I especially enjoyed the way Mrs. Brocato dealt with the student who did not have his materials again. I sensed that Mrs. Brocato knew it was okay to poke fun at this student and that she would not use the same approach with every student. At no point did I get the feeling that this student was upset with Mrs. Brocato or the rest of the class for making fun of him. They were not mean about the humor, and he even joined in with the joke. I feel that using humor to motivate students is one of the most powerful tools a teacher can use. I often use humor to motivate students who are not focused during my observations and generally I am meet with positive results. Almost always the student laughs, smiles, or simply smirks and then gets back to the task at hand. The trick is knowing what kind of humor is acceptable. Poking fun at a student can only be used after you have gotten to know them and know which ones will not react badly to the situation. Other times it is best to use humor that does not make fun of anyone in particular, like being overly dramatic or stern, followed by a smile to let the student know that you are not really mad. However, this will only work is the behavior does not persist. Eventually you will have to be sterner. Observation/Reflection #3: A Matter of Style
During this visit, you should work with one or more groups of students if you haven't already, and observe your teacher doing the same. For this journal entry, describe your teacher's teaching style. What type of relationships with students does he or she nurture in his or her classes? How do students perceive that power is distributed in the classes? Does this vary within or across the different classes the teacher has? Cite examples from your observations to support your inferences. Remember to reflect on what style of teaching you will gravitate toward and the how you want to be perceived by your students.
Barrington Middle School
Mr. Borgueta
General Science Grade 7
Observation:
Mr. Borgueta’s teaching style is efficient, adaptable, student centered and built around the idea that students will be highly successful. He has created an atmosphere in his classroom where students not only respect and listen to him but also have fun and joke around. Every time I have visited the classroom students understand what is expected of them and get to work. They work hard too. As soon as students enter they settle down and begin their 3-2-1 activities. Or Mr. Borgueta explains that they should finish up a previous lab and then work on their next activity, which demonstrates his adaptable style within the classroom. Therefore, students are efficient and are constantly working towards being successful in science. Although most of the work I have seen students perform is inquiry based and lab oriented, Mr. Borgueta never hesitates to provide direct instruction when necessary.
Throughout all of Mr. Borgueta’s classes, students understand that he is in control and respect him for this. However, this does not mean that students and Mr. Borgueta’s interactions are strictly school related. Through observation I have seen Mr. Borgueta consistently walking around to check in on groups, gives them tips and joke around with them. His laid back demeanor does not detract his students from getting work done. If anyone has a question they do not hesitate to ask. Additionally, students willingly participate when he asks a question. Anytime that Mr. Borgueta needs to get the students attention when they are hard at work he quickly addresses them and they listen. To have the balance of being able to joke around yet still have the ability for students to respect and listen to you is not an easy task. Mr. Borgueta makes it look easy.
Reflection:
When I become a teacher I hope to incorporate Mr. Borgueta’s style of teaching into my own. I find it to be fascinating how well the students listen to him throughout the day. He has created a culture of working hard and having fun through collaboration. Every time I have been there students are working hard at the activity Mr. Borgueta presents them. Students then work together to find solutions and joke around along the way. If students get too rowdy, then Mr. Borgueta steps in to redirect their focus. However, these occurrences are far and few between. My goal is to create an atmosphere similar to what Mr. Borgueta has created. However, I will add to this teaching style by incorporating my strengths as a teacher. Through engaging hooks to getting to know what my students are interested in are just a few of the additions I would bring with me. In the end my goal is for students to become critical thinkers in all aspects of their life. If they love science at the end of the year then that is an added bonus.
Lastly, I would like students to respect me as a teacher and look forward to coming into my classroom. This balance is not an easy one to establish but is worthwhile to invest time into. Mr. Borgueta makes this look easy in his classroom and is similar to how I would like to incorporate it. Whether it be particular topics, my teaching style or the culture I create within my classroom, I want students to always remember my classroom in a positive outlook. This can create more experiences that can be positive for students with regards to science.
Observe a laboratory activity or base your answer on past visits. How does your CT conduct a typical laboratory activity? How does he or she open the activity and organize student groups? How do students learn what they're expected to do during the period? Reflect on your reading about inquiry and your experience with the NECAP inquiry task. How did the laboratory activity you observe prepare students for the type of activities that might show up on the NECAP in the future? What inquiry elements would you strengthen? What science practices do you want to stress when you're teaching?
OBSERVATION:
My MS CT uses her typical small groups for labs. She generally opens the task with a warmup that gets the students' mindset on the task at hand. I have seen her pose a question regarding the material of the lab as well as directing students to structure their lab notebook. Sometimes she has them simply formulate a hypothesis and identify the variables for the lab. Students learn what they're expected from one of two ways. Earlier in the year, Ms. F covered how the students would record labs in their lab notebooks; she covered the layout as well as the components of each section. This allows her to not have to worry about reteaching it each time as the students have a standard layout to follow. When students question how to write the lab, Ms. F simply directs them to their layout. One lab Ms. F ended up going through the instructions and idea of the lab in a lecture style utilizing the chalk board to demonstrate how she wanted the data to be tracked in a specific graphic organizer. In another lab that Ms. F had me prepare, Ms. F ended up having the students review the lab instructions the class before and fill out their notebook in preparation as the lab practices were going to be a bit more time consuming. This allowed the students to be prepared for the lab portion and required less direct instruction and more a review of why and how they were going to do the lab. It also allowed us to get through the lengthy lab portion without a hitch or timing issue.
REFLECTION:
The labs lined up with the NECAP inquiry tasks as they required students to speculate upon different variables and did require some data analysis. The lab focused on plant growth and the differences in soils. The students would eventually record the growth over a period of time in a graphic organizer, eventually graph the data, and from there analyze the data and see how valid their original hypotheses were. From the data and lectures, the students would be able to support their original hypotheses and adjust. The students would also have to consider human error and how it may have affected plant growth (or lack there of). The plants that grew successfully will be used in later labs for further plant exploration such as budding/flowers and cross pollination. To make this lab more relative to a NECAP task it may need to have additional statistical and data analysis. That seems to be a major requirement of the NECAP as well as data synthesis. I am not sure how much of a push there would be as this was 6th grade, but maybe introducing another data source such as growth in rocky soil and then having to compare and analyze might be closer to what NECAP is about. When I am teaching, I would like to stress the more exploration and hands on aspect of science. This is why when I got the opportunity to do my lab in this class I ended up making sure the students did the planting of the plants as well as giving them an opportunity to feel the soil vs sandy soil so that the students had that experience. I also felt the action of getting one's hands dirty was a good thing for the students to experience.
Visit #4
October 16, 2013
Chariho Middle School
CT: Stephen Cormier
7th/8th Grade Science
Observation/Reflection #3: A Matter of Style
Choose one of the prompts below:
During this visit, you should work with one or more groups of students if you haven't already, and observe your teacher doing the same. For this journal entry, describe your teacher's teaching style. What type of relationships with students does he or she nurture in his or her classes? How do students perceive that power is distributed in the classes? Does this vary within or across the different classes the teacher has? Cite examples from your observations to support your inferences. Remember to reflect on what style of teaching you will gravitate toward and the how you want to be perceived by your students.
Observation:
In my visits to my middle school cooperating teacher's classes at Chariho Middle School, I have had several opportunities to observe his teaching style.
During my first visit, the seventh graders were working on a density lab where they needed to identify water among three mystery liquids. My teacher turned the lab into a scenario where the students were stranded on an island and came across three pools. Two were poison and one was water, and thankfully they had science equipment on the island so they could determine the densities of each liquid and find the one that was closest to 1.00 g/ml^3.
The second time I came to Chariho Middle School was day two of NECAP testing. My cooperating teacher had seventh graders for last block, and were understandably slightly more talkative and off-task. Using stern reminders and other methods of redirection, my teacher was able to keep the students' attention until the end of the day. He was also lenient with them and did not yell or issue commands, because as he told me later, that they had already had a lot of work.
On my third visit, I observed an interaction between my cooperating teacher and a eighth grade student that was with other students completing group work. My teacher was energetic and engaged the student in conversation so that he could lead her towards the correct answer.
During this last visit, my fourth time in my cooperating teacher's classroom, a seventh grader did not the units for mass, volume, and density. My cooperating teacher has a canister of Play-Doh at his desk, and told the student that he would throw small balls of Play-Doh at him until he would remember the units. The student had a confused look on his face and then my teacher gave a brief explanation on the units. Once finished, he asked the student, "What is the unit of mass?" The student did not answer, so my teacher through a ball of Play-Doh at him. The student laughed, my teacher asked again, and the student gave a wrong answer. He then had another ball thrown at him. The next time he was asked, the student correctly answered with grams. My cooperating teacher congratulated the student, and he picked up the Play-Doh.
Reflection:
My cooperating teacher tries to foster positive relationships with all his students. He understands that students need a positive environment and encouragement to succeed as analytical learners, but also has good management techniques that establishes limits on student behavior and fun. Students understand that my teacher is positive but also fair, in that they can have fun (like with the student that had Play-Doh thrown at) but the teacher is in control and has set boundaries (like with the reminders to stay on task even after a long NECAP testing day). My cooperating teacher has a high-degree of "withitness" and genuinely cares about the students, to the point where I have even heard a couple of students openly say that my teacher is their favorite on the team. He empathized with them after taking NECAPs and knows what students are capable of doing. My teacher maintains high expectations that are uniform across all the classes, from seventh to eighth grade and from the inclusion class to the non-inclusion class.
When I become a teacher, I would feel very fortunate to be in a middle school, and I would want to operate a classroom very similar to my cooperating teacher. I want students to look forward to coming into my classroom because they know I will help them in both school work and outside issues. I want to be available to them and I want to see them succeed, like any teacher would want. I believe in having a sense of humor in order to relate to the students and to start a relationship with them. I also believe that a teacher needs a strong sense of justice, in that it's okay to have fun but that there are strict limits and boundaries. A fair teacher will model strong social and moral development for students that are still growing and figuring themselves out. My goal will not be creating only scientific minds, but to help in a student's growth into a well-rounded and successful individual. Deborah Husak Observation/Reflection #3: A Matter of Style Choose one of the prompts below:
During this visit, you should work with one or more groups of students if you haven't already, and observe your teacher doing the same. For this journal entry, describe your teacher's teaching style. What type of relationships with students does he or she nurture in his or her classes? How do students perceive that power is distributed in the classes? Does this vary within or across the different classes the teacher has? Cite examples from your observations to support your inferences. Remember to reflect on what style of teaching you will gravitate toward and the how you want to be perceived by your students.
Observe a laboratory activity or base your answer on past visits. How does your CT conduct a typical laboratory activity? How does he or she open the activity and organize student groups? How do students learn what they're expected to do during the period? Reflect on your reading about inquiry and your experience with the NECAP inquiry task. How did the laboratory activity you observe prepare students for the type of activities that might show up on the NECAP in the future? What inquiry elements would you strengthen? What science practices do you want to stress when you're teaching?
The 9th grade accelerated Earth Science class participated in an inquiry activity that gave them an opportunity to analyze information, make observations, and look for patterns in a cluster of stars. Students were grouped in pairs which were randomly matched with but boys were chosen from one set and girls from another so the smaller number of boys in the class would be paired with a girl. Students were given: a set of instructions, a print of the Jewelbox Cluster of stars, a Star-Gauge (strip with color and sizes to compare to stars in the print), a graph sheet, and answer sheet, a washable marker and a ruler. They were asked to find the cluster of stars on the print, put an X on the center and then draw a 4cm circle around the cluster. The students used the star gauge to determine the color and size of the stars within the circle. After making their measurement, the students plotted their findings on a graph of size and color. The teacher walked around to make sure that each partner was involved with a task, such as determining size, color or recording. All of the students were engaged in the process. Students were reminded by the teacher to answer the questions on the worksheet in their notebooks. The questions were:
Do all the stars appear to be the same color?
Can you tell where the edge of the cluster lies?
Do the Jewelbox stars on you graph appear to be randomly scattered or do they fall in any kind of pattern?
Do the field stars appear to fall randomly on your diagram or do they appear to fall in any kind of pattern?
Compare your answer to Q3 and Q4. Why do you think the similarities or differences between the two star patterns exist?
Using the sample graphs on the worksheet, estimate the age of the Jewelbox cluster
Where would our star, the Sun, be plotted on your diagram.
The activity required most of the class time. My CT told me that when they return for the next class, she will have them delineate the area on their graphs that most of the stars will fall in. They will find that there is a pattern to their data which she will show them is the pattern in a Hertzsprung-Russell diagram. The pattern is a broad band on a graph of size to color/heat of stars in a cluster in which the majority of stars fall.
This activity involved many of the NECAP assessment of Inquiry requirements. The students: made predictions, used evidence to collect data, followed procedures, used accepted methods to organize and represent data, collected sufficient data, summarized and analyzed data to support their interpretations and communicate their findings. This activity did not merely teach them about patterns in star clusters it allowed them to gather the data they needed to find the pattern on their own which will make that lesson much more memorable and meaningful to the students. They also practiced important skills such as measuring, graphing, recording and working with partners. When they learn that the pattern that they observed is real and was discovered by Hertzprung, they will have a better understanding of what scientists do because they were able to experience the same types of steps that were done by the scientists that recognized the pattern originally. I think that many of the NGSS practices were also involved in this activity. I thought this was a very interesting and useful inquiry activity and would like to do activities similar to this one in my own classroom.
Observation/Reflection #3: A Matter of Style
During this visit, you should work with one or more groups of students if you haven't already, and observe your teacher doing the same. For this journal entry, describe your teacher's teaching style. What type of relationships with students does he or she nurture in his or her classes? How do students perceive that power is distributed in the classes? Does this vary within or across the different classes the teacher has? Cite examples from your observations to support your inferences. Remember to reflect on what style of teaching you will gravitate toward and the how you want to be perceived by your students.
Observation:
Mrs. Reid is very informative when she teaches. This past week the class was putting together terariums. Before they started she explained everything the students would be doing that class, having the students follow along with the instructions that were handed to them. Once the students started on the activity, she walked around to each group asking them questions to facilitate deeper learning. She also corrected wrong procedures during this time. All of the students respect her; however, she is not the typical strict and mean teacher. The students understand the respect level that she demands without her being strict.
Reflection:
I really like the way Mrs. Reid runs her class. She has a specific routine that all the students know and follow. The students are respectful and stay on task most of the time. She has built a very positive learning environment in which the students feel comfortable. In my classroom, i will strive to have a class that looks similar to this. I want to be perceived by the students as the teacher who facilitates learning in a fun way while i still maintain the respect of the students as the adult. I am planning on having more cooperative learning in my class. I think it is important for the students to work together to learn and discover while i facilitate that process.
While my CT has a friendly rapport with students during passing time and homeroom, she has a very business-like demeanor during class time. Staying on task and following her scheduled lesson plans is very important to her. Most of the time she is serious and firm with the students but sometimes she will pepper in a few jokes or comments during more tedious tasks to brighten up the mood. There is a clear power distribution in her classes, students are always attentive to her and waiting on her for further instruction, the focus/attention of the class is placed on her. At my school, the classes are loosely grouped based on NECAP scores, so they are still “heterogenous” but there are clearly higher performing classes than other. In the higher performing class, my CT gives a little bit more freedom to these students and “lets loose” with them a little bit more.
I admire the business-like atmosphere my CT has created in her class, especially after working for an afterschool program with the YMCA and in my other practicums, I know how difficult this can be. It definitely minimizes stress on the teacher and helps keep everything organized and on schedule. While this type of student-teacher dynamic works for my CT and has clear organizational benefits, I think my approach to teaching style will be somewhat more relaxed and personal. I feel like when all of the focus is placed on getting through content rather than getting through to students, you might be helping their NECAP scores in the short-term but short-changing their development as successful, happy people in the long term. I also think that fostering more personal relationships with students can only be helpful to their academic performance. If you are able to find out what may be distracting them from school in their personal lives, you are more likely to be able to address that problem and get the student back on track in school. It is very important to me that my students know I care about them as people and not just test scores.
Observe a laboratory activity or base your answer on past visits. How does your CT conduct a typical laboratory activity? How does he or she open the activity and organize student groups? How do students learn what they're expected to do during the period? Reflect on your reading about inquiry and your experience with the NECAP inquiry task. How did the laboratory activity you observe prepare students for the type of activities that might show up on the NECAP in the future? What inquiry elements would you strengthen? What science practices do you want to stress when you're teaching?
The one laboratory activity I really got to witness and help with was in my middle school classroom dealing with chemicals. This was a major lab that used up a couple class periods where students were to mix 9 different known chemicals and observe/record the results of the mixtures. They were first to make observations of the individual chemicals such as appearance and particle size. They were to record in an organized manner the chemical name, chemical formula. common name and other observations about each chemical. All charts and observations were to be recorded in their scientific journals that stay in the classroom. This gets the students treating the class like a science lab and encourages the students to think like a scientist. This also keeps their observations organized and easier for the teacher to ensure the students are doing the work. Mrs. Zahm has the class organized into 2-4 students per lab bench and these are the groups for the experiment. Mrs. Zahm orgainzed the benches into organized seating based on who works well together and who would benefit from sitting in certain spots. The students assign roles to different group members for the lab. Mrs. Zahm opens the lab classes like she would any other class with a warm-up activity but goes over it quicker than normal because she has to maximize classtime for the experiment.
When students are conducting labs, they learn through doing and experimetation. It uses more inquiry based methonds in learning. They learn about chemicals and chemical mixtures in class then they can see what they learned about through doing a lab. Mrs. Zahm facilitates what the students are supposed to be doing. She starts with the warm up activity giving them 5 or so minutes to complete it then goes over it with the class. After, she has the students all put on lab goggles and 1 or 2 people from each group come get a set of chemicals and well plates. They record the observations of chemical interactions in orgnized graphs they designed in their science journals and write whether a reaction happened or did not and if so, what the reaction may have looked like.
Having the students "think like a scientist" using their lab journals and record observations helps students with the inquiry portion of the science necaps. It gets students looking for patterns deducing information from an experiment. In the inquiry part of the necaps, the students may be provided with the results of an experiment and may need to base conclusions from those results. In the lab, the students had to use a mistery mixture and determine which substances were mixed based on the reaction. This required the students to use their observations from the 36 mixtures they had made from the 9 substances and compare it to the mistery mixture. This encourages students to draw conclusions which is something the necap may ask them to do. They had to organize results into a coherent fashion and make interpretations. Also, after the completion of the lab the students were asked to write a conclusion in their lab journals adressing certain points of the experiment.
I would strengthen inquiry elements such as encouraging students to come up with questions on their own. I want students to be actively thinking about what they are doing, why they are doing and how it affects them. This helps bring real world meaning to what they are doing in class which would enhance their learning. I might have the students incorporate these questions into their conclusion. I would also strengthen their records of their observations by telling students how important it is to record everything they see making sure they knew they would be referencing these observations for their conclusions and assessment of the task. When I am teaching I want to get students making more guesses and hypothesises both formally and informally in class. I will use this as a method to get them thinking like scientists and questioning things around them. I want to stress the importance of good laboratory procedures when the students are conducting labs in the class. It will especially help students with labs in high school if they learn and practice good procedures in middle school science classes.
On one of my visits, I observed the students get into groups and work on an online simulation together on the computers located on the lab benches at the back of the room. The teacher did not assign the groups so students were with their friends on this assignment. To deal with the frequent off topic conversation and horse-play, the teacher frequently reminds them of the consequences of continuing to behave the way they are. He tells them that they need to do well on the next test, that they need this assignment to boost their grade, and that they only have this class period to work on this so they had better finish it. This style works for him because he is older, experienced, and is very authoritative. The students know that he is tough. Unfortunately, although he holds the most power in the class, there are many troubled students in this lower level biology course.
There is a girl with a 504 that any teacher would find difficult to accommodate as it nearly allows her to do whatever she wants. She does not have any disabilities but is dealing with family and emotional trouble. The other students see that she can get away with just about anything and have a tendency to ride off of her privileges and she becomes a huge distraction. There is another boy in the class who is a class clown. He is socially motivated and has zero interest in doing any work. He is another big distraction as there seems to be no punishment that the teacher can give him that will make him want to do anything.
I'm not sure if the authoritative tactic would work as well for me as it does for I will probably focus more on establishing a little more rapport with my students. This probably wouldn't work alone but I would also assign groups to try and minimize the fooling around. I want most of the students to be able to see that I am really trying to help them and that I want to help them get a good grade. Many of these kids seem to have accepted that they simply don't get good grades. I have seen kids brag to the others that they only bothered to answer 2 questions on the entire test. I know that I won't be able to help every student but I hope that I can find a way to show them that I'm interested in seeing them do well even if no one else is.
Observation/Reflection #3: A Matter of Style
Observe a laboratory activity or base your answer on past visits. How does your CT conduct a typical laboratory activity? How does he or she open the activity and organize student groups? How do students learn what they're expected to do during the period? Reflect on your reading about inquiry and your experience with the NECAP inquiry task. How did the laboratory activity you observe prepare students for the type of activities that might show up on the NECAP in the future? What inquiry elements would you strengthen? What science practices do you want to stress when you're teaching?
During my last visit, my cooperating teacher facilitated a computer-based inquiry activity in one of her classes. She began by asking students what they knew about the structure of an atom. Students with ideas were encouraged to draw their representation of an atom on the board and explain it. After a few minutes, a variety of very different ideas was on the board. My cooperating teacher then told the students that an online simulation would allow them to learn more about atomic structure. She allowed the students to self-select groups of two. After accessing the online simulation website on classroom computers, students built their own atoms out of protons, neutrons, and electrons. The program then gave information about the created atom (name, charge, stability, etc.) based on the student-made configuration. My cooperating teacher and I then asked students to create specific atoms and checked the final products for correctness. The students were also allowed to access a game on the simulation website, and a class competition followed.
This activity stressed the idea that atoms exist in more than one state and that the state of an atom is dependent on a multitude of factors. It encouraged critical thinking and the consideration that many variables influence not only the final outcome, but also one another. This activity also gave students the opportunity to relate existing knowledge to new material.This connection-making allowed students to more deeply understand the relationships among atomic components. The activity helped students to develop critical thinking and inquiry skills that are highly applicable to standardized tests like the NECAP. I liked this activity because it encouraged students to think critically about each individual problem instead of coaching them to identify and respond to particular situations within the problems. When teaching, I would like to also promote this style of productive and inquisitive critical thinking. I would like to further this style of thinking by helping students realize that it is applicable to many kinds of problems, not only the problems covered for class. Critical thinking is universally applicable, and students should be encouraged to apply their thinking skills wherever they can.
My teacher is very laid back with his ecology and biology classes because he has had most, if not all, of these students before. Many students took these classes because Mr. Zabel taught them. Many students are in both his classes. Because these classes are considered electives and not mandatory so Mr. Zabel focuses on a lot of group work where the students are finding their own information. He gives background notes and then releases the students into their groups and lets them complete the project on their own.
As the students are working on their projects he floats around from group to group checking on the groups and gathering missing work from those who had NECAPs. He is there for his students and it's a weird thing to realize after being in college for so many years, I'm used to missing class and then being out of luck for missed quizzes but he is available for his students whether it be during lunch or after school.
In his elective classes Mr. Zabel is a lot more laid back than his Bio I classes. In his his Bio I classes he is much more about the material and vocal and having the students learn through his teaching. However, his elective classes have projects where they find information on their own and complete labs almost every day. I's a different dynamic but I see why he does it.
I'm a lot like Mr. Zabel because I want the students to come to me if they need help. I never want them to feel like I'll yell or be mad because they don't understand something. I remember having teachers in high school that I would never go to for help because they made me feel so bad. I worked with a couple students in his Bio II classes on the computers and after I helped one student the others didn't even hesitate and called me over to their groups to do the same. I don't want to be seen as someone who talks at them all day but instead talks with them and asks questions that they need to think about. I want them to understand why biology is important and how it affects them. In the lab they are doing now some of them understand and I can't wait to do that once I start teaching them.
During this visit, you should work with one or more groups of students if you haven't already, and observe your teacher doing the same. For this journal entry, describe your teacher's teaching style. What type of relationships with students does he or she nurture in his or her classes? How do students perceive that power is distributed in the classes? Does this vary within or across the different classes the teacher has? Cite examples from your observations to support your inferences. Remember to reflect on what style of teaching you will gravitate toward and the how you want to be perceived by your students.
This observation is based on my visits to the middle school science class I have been assigned to. The teacher’s style is friendly, and he seems eminently patient with his students. The teacher has a longstanding positive reputation in the school and capitalizes on that history with his students, who are in the second year of the cluster’s loop – that is, he has had these students for two years and knows them well. The students clearly trust and respect the teacher, and want to please him. His power is tangible but passive. He does not need to exert authority very often. However, his last class of the day has the highest percentage of students with IEP’s, and they recognize that they are not performing up to standards. This creates a bit more work for the teacher as he has to spend more time guiding and reassuring these students. I would want to emulate some aspects of this teacher’s style, though I think I will have to actively strive to be authoritative, and not authoritarian, in the classroom.
Observe a laboratory activity or base your answer on past visits. How does your CT conduct a typical laboratory activity? How does he or she open the activity and organize student groups? How do students learn what they're expected to do during the period? Reflect on your reading about inquiry and your experience with the NECAP inquiry task. How did the laboratory activity you observe prepare students for the type of activities that might show up on the NECAP in the future? What inquiry elements would you strengthen? What science practices do you want to stress when you're teaching?
The observed lab activity seemed to follow a standard sequence in the classroom, one that the students were clearly familiar with. Students sit in small group settings, three or four to a group of desks. The teacher introduces the lab with a guided reading, which the students take home and review. The students are asked to develop answers to a series of questions and compare them in class the next session. The teacher then goes over the answers with the class. When the lab is beginning, the teacher helps focus the students on the questions to be answered, as well as the additional learning opportunities. Thus, he might help them identify which variables they might want to manipulate (if there is more than one) and what type of variables they will be observing. Once the groups have determined which variable they will be testing, he allows them to discuss how they would use the materials provided to best test that variable. If they need guidance or correction, he steers them towards the right setup without directing it. I think this is a good preparation for NECAP inquiry tasks, forcing students to think for themselves and develop solutions. My focus in such activities would be on the critical thinking aspects – developing methods for testing hypotheses and analyzing data to arrive at conclusions.
During this visit, you should work with one or more groups of students if you haven't already, and observe your teacher doing the same. For this journal entry, describe your teacher's teaching style. What type of relationships with students does he or she nurture in his or her classes? How do students perceive that power is distributed in the classes? Does this vary within or across the different classes the teacher has? Cite examples from your observations to support your inferences. Remember to reflect on what style of teaching you will gravitate toward and the how you want to be perceived by your students.
In viewing my CT’s teaching style, I would describe it as clear and organized, enthusiastic, and personalized/invested. First off, walking in I was surprised how clean the classroom was. Typically, if I were to describe a science teacher’s classroom, from making it up or from my own experiences in a variety of classrooms, it would not be described as neat and orderly; regardless, all books and materials were in order and her personal desk was very well kept. Still, it kept in the spirit of a science classroom with many bright displays and posters, while also having individual boards for each of her classes and the standards they were trying to address in the current unit. It translated over to working with students, as each student was prepared with all their materials she gave them (reference sheets for unit conversion, pre-made packets, and note-taking outlines) and could grab everything they needed quickly and efficiently to get down to work.
She jumped into the day’s class with great enthusiasm to up the engagement level while asking students questions to keep a balance between her talking and their contributions, but not in an overbearing way that stressed kids who were not contributing, which I noted. It kept the energy of the class up, and once they left to do their work, she discussed with me the final descriptor of her style--invested. She may not have used the exact words, but the way she interacted and talked about her students demonstrated it clearly. Students in this school are given numerical grades, but also “Habits of Work” grades, which are determined by how a student behaves in class, if they can interact respectfully with others, and if they can meet deadlines; she want her students to be good people, not just good students. Another instance demonstrating her investment to teaching is the stress she puts on family communication and knowing her students. When I came in, a class was ending and I viewed an interaction between my CT and a student; the student was in a bad mood and had felt disrespected at the beginning of class, when the CT had talked with the class about developing certain skills to improve their assignments. The student took offense and my CT had noticed a change in behavior, which prompted her to call home, only to find out the student was having a number of problems that explained why they were often unprepared or interpreting comments negatively.
Overall, the most appealing aspects of my CT’s teaching style are her organizational abilities and how it translates to her classroom management, and how she interacts with her students. I am a fan of organization overall and would envision myself as having a neat classroom, but finding ways to make my students more efficient and organized will make my class run much more smoothly. I like how the students had all the materials they needed--reference sheets, note outlines, and the like, before they even began the lesson. Small steps like this increase the fluidity of transitions, ensuring engagement continues even as activities shift, and would allow for me to actually work with students rather than spending time preparing (making copies, directions, redirections etc.) them to work alone.
Also, much like in my teaching philosophy, she values knowing her students as people. Knowing there was a problem with a student and going to lengths to understand the situation was very inspiring, to know that educators like her exist. Even when the student responded rudely, she was polite and remained open to talking later on if the student wanted to return to the issue. Sometimes I feel like the drive to go above and beyond like that is lacking, especially at the high school level, but I do view it as important. To integrate this into my teaching style would mean actually knowing what is going on with my students outside of my classroom, outside of the school even, as all these other interactions go on to guide the behavior I will be seeing in my class. The class and the teacher were in no sort of struggle for power; everyone was respectful and encouraged to participate, not just be submissive and sit listening to the teacher lecture. Creating strong relationships with my students is important to me and I aim to never have power be an issue in my classroom; I think it would be hard to build rapport with anyone, never mind a teacher, if you thought they viewed you as inferior or less because they are older/smarter/have more degrees/have more power, regardless of what the other party is thinking.
Location: Lincoln Middle School
Grade: 6th grade general science
Date of Visit: October 7, 2013
Observation/Reflection #3: A Matter of Style
Observe a laboratory activity or base your answer on past visits. How does your CT conduct a typical laboratory activity? How does he or she open the activity and organize student groups? How do students learn what they're expected to do during the period? Reflect on your reading about inquiry and your experience with the NECAP inquiry task. How did the laboratory activity you observe prepare students for the type of activities that might show up on the NECAP in the future? What inquiry elements would you strengthen? What science practices do you want to stress when you're teaching?
Observation:
When I arrived at Lincoln Middle School on this day, the students were finishing a week-long laboratory experiment that they had started during the previous week. The experiment involved using different types of paper to make paper airplanes, and then evaluating how well they flew based on the distance they traveled. The purpose of the experiment was to determine which type of paper was conducive to creating the “best” paper airplane. All of these instructions, as well as a guided laboratory report, were on a handout that the students were given the previous week when the activity started. This experiment was an exercise in measuring mass and distance, while also activating students’ creativity, as they were allowed to design and make the paper airplanes in any way that they chose. Students worked in groups of three in each of the four classes. The teacher uses a Web site that takes a class roster and randomly assigns them to groups. She said that this is, in her opinion, the best way to assign groups because it is 100% randomized and, as a result, the students rarely complain about with whom they are grouped. Once the students met with their groups, they did one of two activities: 1) finished testing their paper airplanes in the hallways or cafeteria, or 2) started graphing their data in the classroom. The groups went to their assigned locations and the teacher then walked between the various hallways, cafeteria, and the classroom monitoring the students. When I asked why the students were allowed to go to different areas of the school without constant supervision, the teacher explained that the new security systems in place at the school constitute a school resource officer that is constantly patrolling the halls as well as a sophisticated security camera system that monitors every hallway and common area in the building. Therefore, if the students misbehaved, they knew that they were on camera and would be immediately disciplined.
Reflection:
While I am a strong advocate for inquiry-based learning, I must admit that I have no experience with the NECAP inquiry task because I did not go to public school. However, after doing some research on these tasks, I can see that many of the tasks given in the past seem to mimic laboratory experiments while also incorporating skills in scientific literacy and mathematics. The experiment that I observed at Lincoln Middle School can prepare students for the type of inquiries that may show up on the NECAP in the future by teaching students the standard structure of a laboratory report as well as basic measuring skills. During the experiment that I observed, students had to, in writing, define a purpose, formulate a hypothesis, explain their reasoning for the hypothesis, create a data table, formulate a graph from their data, write a conclusion, and answer multiple analysis questions. While the level of difficulty is certainly not that of a high school-level assignment, the same properties of a laboratory report are being presented, and many of these tasks are included on inquiries on standardized science exams. In order to strengthen the quality of the assignment, I personally would ask students to explain why the data they measured supports or refutes their hypothesis. This is one element that lacked in the assignment, and it forces students to critically think about why they even did the experiment in the first place. This is an important skill that they will need as they progress to the higher grades, so it is never too early to begin teaching it. When I become a teacher, science practices that I hope to stress in my classes are very similar to those presented in this type of experiment. I also hope to be able to teach students how to properly use laboratory equipment so that they genuinely feel like “real scientists” when they are performing experiments in the classroom. By emphasizing the authenticity of inquiry-based learning, I hope that my students will acknowledge the importance of science in the real world and come to enjoy my class.
Observation: The middle school science class that I observed Mrs. Brocato teaching at my most recent observation was one on measuring. She was teaching them the correct way to use a ruler and also how to use the metrics system. She began class by collecting homework and stamping student’s agenda books to make sure they had copied down the homework for next class. She then posed a question to the class, “Other than scientists or mathematicians, give me an example of a profession that requires the use of measurements”. The class than had an informal discussion with students offering up different answers, some being humorous. Mrs. Brocato did not chastise students for the humorous answers but would often play on the joke, but only for a moment. She would quickly bring the classes attention back to the question if a joke was going on for too long. After this class discussion Mrs. Brocato used a PowerPoint presentation to lecture on the importance of measurements and how essentially every career involves some form of measuring. After that she used the PowerPoint to explain how to convert from the U.S. system of measurements to the metric system. She then gave the class a worksheet and rulers and had them measure many different objects around the room. After this, she went over the student’s answers with them.
I would also like to point out an example of how Mrs. Brocato interacts with her students that I observed at a different observation. When a student is not working or straying off task, Mrs. Brocato rarely yells at them. Instead, she simply reminds them what they should be doing and that is often enough. Other times she uses humor to encourage them to stop the behavior. One instance I can think of was when a student did not have his materials. She made light of the situation commenting on how this student often lost his materials. The rest of the class joined in and a class wide “bet” was formed to see how long this student could go without losing the glue stick.
Reflection: I feel that Mrs. Brocato has a very effective way of dealing with the fact that her lessons are very long (An hour and 40 minutes). The class discussion at the very beginning of class was a very effective way of getting the classes attention and getting all of the students involved. The fact that she let a few joke slide also created a positive environment where students were not simply giving bland answers and waiting for the class to end. I also got the feeling that even though it had only been together for a short time, the class was comfortable with each other. The discussion I witnessed was much more involved than most discussions I have been apart of at URI. Also, immediately after the most boring part of class, the lecture, Mrs. Brocato gave the students a chance to get up and stretch their legs by measuring things around the room. This broke up the long period and allowed for the students to interact with each other while also accomplishing the goals of the lesson.
I especially enjoyed the way Mrs. Brocato dealt with the student who did not have his materials again. I sensed that Mrs. Brocato knew it was okay to poke fun at this student and that she would not use the same approach with every student. At no point did I get the feeling that this student was upset with Mrs. Brocato or the rest of the class for making fun of him. They were not mean about the humor, and he even joined in with the joke. I feel that using humor to motivate students is one of the most powerful tools a teacher can use. I often use humor to motivate students who are not focused during my observations and generally I am meet with positive results. Almost always the student laughs, smiles, or simply smirks and then gets back to the task at hand. The trick is knowing what kind of humor is acceptable. Poking fun at a student can only be used after you have gotten to know them and know which ones will not react badly to the situation. Other times it is best to use humor that does not make fun of anyone in particular, like being overly dramatic or stern, followed by a smile to let the student know that you are not really mad. However, this will only work is the behavior does not persist. Eventually you will have to be sterner.
Observation/Reflection #3: A Matter of Style
During this visit, you should work with one or more groups of students if you haven't already, and observe your teacher doing the same. For this journal entry, describe your teacher's teaching style. What type of relationships with students does he or she nurture in his or her classes? How do students perceive that power is distributed in the classes? Does this vary within or across the different classes the teacher has? Cite examples from your observations to support your inferences. Remember to reflect on what style of teaching you will gravitate toward and the how you want to be perceived by your students.
Barrington Middle School
Mr. Borgueta
General Science Grade 7
Observation:
Mr. Borgueta’s teaching style is efficient, adaptable, student centered and built around the idea that students will be highly successful. He has created an atmosphere in his classroom where students not only respect and listen to him but also have fun and joke around. Every time I have visited the classroom students understand what is expected of them and get to work. They work hard too. As soon as students enter they settle down and begin their 3-2-1 activities. Or Mr. Borgueta explains that they should finish up a previous lab and then work on their next activity, which demonstrates his adaptable style within the classroom. Therefore, students are efficient and are constantly working towards being successful in science. Although most of the work I have seen students perform is inquiry based and lab oriented, Mr. Borgueta never hesitates to provide direct instruction when necessary.
Throughout all of Mr. Borgueta’s classes, students understand that he is in control and respect him for this. However, this does not mean that students and Mr. Borgueta’s interactions are strictly school related. Through observation I have seen Mr. Borgueta consistently walking around to check in on groups, gives them tips and joke around with them. His laid back demeanor does not detract his students from getting work done. If anyone has a question they do not hesitate to ask. Additionally, students willingly participate when he asks a question. Anytime that Mr. Borgueta needs to get the students attention when they are hard at work he quickly addresses them and they listen. To have the balance of being able to joke around yet still have the ability for students to respect and listen to you is not an easy task. Mr. Borgueta makes it look easy.
Reflection:
When I become a teacher I hope to incorporate Mr. Borgueta’s style of teaching into my own. I find it to be fascinating how well the students listen to him throughout the day. He has created a culture of working hard and having fun through collaboration. Every time I have been there students are working hard at the activity Mr. Borgueta presents them. Students then work together to find solutions and joke around along the way. If students get too rowdy, then Mr. Borgueta steps in to redirect their focus. However, these occurrences are far and few between. My goal is to create an atmosphere similar to what Mr. Borgueta has created. However, I will add to this teaching style by incorporating my strengths as a teacher. Through engaging hooks to getting to know what my students are interested in are just a few of the additions I would bring with me. In the end my goal is for students to become critical thinkers in all aspects of their life. If they love science at the end of the year then that is an added bonus.
Lastly, I would like students to respect me as a teacher and look forward to coming into my classroom. This balance is not an easy one to establish but is worthwhile to invest time into. Mr. Borgueta makes this look easy in his classroom and is similar to how I would like to incorporate it. Whether it be particular topics, my teaching style or the culture I create within my classroom, I want students to always remember my classroom in a positive outlook. This can create more experiences that can be positive for students with regards to science.
OBSERVATION:
My MS CT uses her typical small groups for labs. She generally opens the task with a warmup that gets the students' mindset on the task at hand. I have seen her pose a question regarding the material of the lab as well as directing students to structure their lab notebook. Sometimes she has them simply formulate a hypothesis and identify the variables for the lab. Students learn what they're expected from one of two ways. Earlier in the year, Ms. F covered how the students would record labs in their lab notebooks; she covered the layout as well as the components of each section. This allows her to not have to worry about reteaching it each time as the students have a standard layout to follow. When students question how to write the lab, Ms. F simply directs them to their layout. One lab Ms. F ended up going through the instructions and idea of the lab in a lecture style utilizing the chalk board to demonstrate how she wanted the data to be tracked in a specific graphic organizer. In another lab that Ms. F had me prepare, Ms. F ended up having the students review the lab instructions the class before and fill out their notebook in preparation as the lab practices were going to be a bit more time consuming. This allowed the students to be prepared for the lab portion and required less direct instruction and more a review of why and how they were going to do the lab. It also allowed us to get through the lengthy lab portion without a hitch or timing issue.
REFLECTION:
The labs lined up with the NECAP inquiry tasks as they required students to speculate upon different variables and did require some data analysis. The lab focused on plant growth and the differences in soils. The students would eventually record the growth over a period of time in a graphic organizer, eventually graph the data, and from there analyze the data and see how valid their original hypotheses were. From the data and lectures, the students would be able to support their original hypotheses and adjust. The students would also have to consider human error and how it may have affected plant growth (or lack there of). The plants that grew successfully will be used in later labs for further plant exploration such as budding/flowers and cross pollination. To make this lab more relative to a NECAP task it may need to have additional statistical and data analysis. That seems to be a major requirement of the NECAP as well as data synthesis. I am not sure how much of a push there would be as this was 6th grade, but maybe introducing another data source such as growth in rocky soil and then having to compare and analyze might be closer to what NECAP is about. When I am teaching, I would like to stress the more exploration and hands on aspect of science. This is why when I got the opportunity to do my lab in this class I ended up making sure the students did the planting of the plants as well as giving them an opportunity to feel the soil vs sandy soil so that the students had that experience. I also felt the action of getting one's hands dirty was a good thing for the students to experience.
Visit #4
October 16, 2013Chariho Middle School
CT: Stephen Cormier
7th/8th Grade Science
Observation/Reflection #3: A Matter of Style
Choose one of the prompts below:Observation:
In my visits to my middle school cooperating teacher's classes at Chariho Middle School, I have had several opportunities to observe his teaching style.
During my first visit, the seventh graders were working on a density lab where they needed to identify water among three mystery liquids. My teacher turned the lab into a scenario where the students were stranded on an island and came across three pools. Two were poison and one was water, and thankfully they had science equipment on the island so they could determine the densities of each liquid and find the one that was closest to 1.00 g/ml^3.
The second time I came to Chariho Middle School was day two of NECAP testing. My cooperating teacher had seventh graders for last block, and were understandably slightly more talkative and off-task. Using stern reminders and other methods of redirection, my teacher was able to keep the students' attention until the end of the day. He was also lenient with them and did not yell or issue commands, because as he told me later, that they had already had a lot of work.
On my third visit, I observed an interaction between my cooperating teacher and a eighth grade student that was with other students completing group work. My teacher was energetic and engaged the student in conversation so that he could lead her towards the correct answer.
During this last visit, my fourth time in my cooperating teacher's classroom, a seventh grader did not the units for mass, volume, and density. My cooperating teacher has a canister of Play-Doh at his desk, and told the student that he would throw small balls of Play-Doh at him until he would remember the units. The student had a confused look on his face and then my teacher gave a brief explanation on the units. Once finished, he asked the student, "What is the unit of mass?" The student did not answer, so my teacher through a ball of Play-Doh at him. The student laughed, my teacher asked again, and the student gave a wrong answer. He then had another ball thrown at him. The next time he was asked, the student correctly answered with grams. My cooperating teacher congratulated the student, and he picked up the Play-Doh.
Reflection:
My cooperating teacher tries to foster positive relationships with all his students. He understands that students need a positive environment and encouragement to succeed as analytical learners, but also has good management techniques that establishes limits on student behavior and fun. Students understand that my teacher is positive but also fair, in that they can have fun (like with the student that had Play-Doh thrown at) but the teacher is in control and has set boundaries (like with the reminders to stay on task even after a long NECAP testing day). My cooperating teacher has a high-degree of "withitness" and genuinely cares about the students, to the point where I have even heard a couple of students openly say that my teacher is their favorite on the team. He empathized with them after taking NECAPs and knows what students are capable of doing. My teacher maintains high expectations that are uniform across all the classes, from seventh to eighth grade and from the inclusion class to the non-inclusion class.
When I become a teacher, I would feel very fortunate to be in a middle school, and I would want to operate a classroom very similar to my cooperating teacher. I want students to look forward to coming into my classroom because they know I will help them in both school work and outside issues. I want to be available to them and I want to see them succeed, like any teacher would want. I believe in having a sense of humor in order to relate to the students and to start a relationship with them. I also believe that a teacher needs a strong sense of justice, in that it's okay to have fun but that there are strict limits and boundaries. A fair teacher will model strong social and moral development for students that are still growing and figuring themselves out. My goal will not be creating only scientific minds, but to help in a student's growth into a well-rounded and successful individual.
Deborah Husak
Observation/Reflection #3: A Matter of Style
Choose one of the prompts below:
The 9th grade accelerated Earth Science class participated in an inquiry activity that gave them an opportunity to analyze information, make observations, and look for patterns in a cluster of stars. Students were grouped in pairs which were randomly matched with but boys were chosen from one set and girls from another so the smaller number of boys in the class would be paired with a girl. Students were given: a set of instructions, a print of the Jewelbox Cluster of stars, a Star-Gauge (strip with color and sizes to compare to stars in the print), a graph sheet, and answer sheet, a washable marker and a ruler. They were asked to find the cluster of stars on the print, put an X on the center and then draw a 4cm circle around the cluster. The students used the star gauge to determine the color and size of the stars within the circle. After making their measurement, the students plotted their findings on a graph of size and color. The teacher walked around to make sure that each partner was involved with a task, such as determining size, color or recording. All of the students were engaged in the process. Students were reminded by the teacher to answer the questions on the worksheet in their notebooks. The questions were:
The activity required most of the class time. My CT told me that when they return for the next class, she will have them delineate the area on their graphs that most of the stars will fall in. They will find that there is a pattern to their data which she will show them is the pattern in a Hertzsprung-Russell diagram. The pattern is a broad band on a graph of size to color/heat of stars in a cluster in which the majority of stars fall.
This activity involved many of the NECAP assessment of Inquiry requirements. The students: made predictions, used evidence to collect data, followed procedures, used accepted methods to organize and represent data, collected sufficient data, summarized and analyzed data to support their interpretations and communicate their findings. This activity did not merely teach them about patterns in star clusters it allowed them to gather the data they needed to find the pattern on their own which will make that lesson much more memorable and meaningful to the students. They also practiced important skills such as measuring, graphing, recording and working with partners. When they learn that the pattern that they observed is real and was discovered by Hertzprung, they will have a better understanding of what scientists do because they were able to experience the same types of steps that were done by the scientists that recognized the pattern originally. I think that many of the NGSS practices were also involved in this activity. I thought this was a very interesting and useful inquiry activity and would like to do activities similar to this one in my own classroom.
Observation/Reflection #3: A Matter of Style
Observation:
Mrs. Reid is very informative when she teaches. This past week the class was putting together terariums. Before they started she explained everything the students would be doing that class, having the students follow along with the instructions that were handed to them. Once the students started on the activity, she walked around to each group asking them questions to facilitate deeper learning. She also corrected wrong procedures during this time. All of the students respect her; however, she is not the typical strict and mean teacher. The students understand the respect level that she demands without her being strict.
Reflection:
I really like the way Mrs. Reid runs her class. She has a specific routine that all the students know and follow. The students are respectful and stay on task most of the time. She has built a very positive learning environment in which the students feel comfortable. In my classroom, i will strive to have a class that looks similar to this. I want to be perceived by the students as the teacher who facilitates learning in a fun way while i still maintain the respect of the students as the adult. I am planning on having more cooperative learning in my class. I think it is important for the students to work together to learn and discover while i facilitate that process.
While my CT has a friendly rapport with students during passing time and homeroom, she has a very business-like demeanor during class time. Staying on task and following her scheduled lesson plans is very important to her. Most of the time she is serious and firm with the students but sometimes she will pepper in a few jokes or comments during more tedious tasks to brighten up the mood. There is a clear power distribution in her classes, students are always attentive to her and waiting on her for further instruction, the focus/attention of the class is placed on her. At my school, the classes are loosely grouped based on NECAP scores, so they are still “heterogenous” but there are clearly higher performing classes than other. In the higher performing class, my CT gives a little bit more freedom to these students and “lets loose” with them a little bit more.
I admire the business-like atmosphere my CT has created in her class, especially after working for an afterschool program with the YMCA and in my other practicums, I know how difficult this can be. It definitely minimizes stress on the teacher and helps keep everything organized and on schedule. While this type of student-teacher dynamic works for my CT and has clear organizational benefits, I think my approach to teaching style will be somewhat more relaxed and personal. I feel like when all of the focus is placed on getting through content rather than getting through to students, you might be helping their NECAP scores in the short-term but short-changing their development as successful, happy people in the long term. I also think that fostering more personal relationships with students can only be helpful to their academic performance. If you are able to find out what may be distracting them from school in their personal lives, you are more likely to be able to address that problem and get the student back on track in school. It is very important to me that my students know I care about them as people and not just test scores.
The one laboratory activity I really got to witness and help with was in my middle school classroom dealing with chemicals. This was a major lab that used up a couple class periods where students were to mix 9 different known chemicals and observe/record the results of the mixtures. They were first to make observations of the individual chemicals such as appearance and particle size. They were to record in an organized manner the chemical name, chemical formula. common name and other observations about each chemical. All charts and observations were to be recorded in their scientific journals that stay in the classroom. This gets the students treating the class like a science lab and encourages the students to think like a scientist. This also keeps their observations organized and easier for the teacher to ensure the students are doing the work. Mrs. Zahm has the class organized into 2-4 students per lab bench and these are the groups for the experiment. Mrs. Zahm orgainzed the benches into organized seating based on who works well together and who would benefit from sitting in certain spots. The students assign roles to different group members for the lab. Mrs. Zahm opens the lab classes like she would any other class with a warm-up activity but goes over it quicker than normal because she has to maximize classtime for the experiment.
When students are conducting labs, they learn through doing and experimetation. It uses more inquiry based methonds in learning. They learn about chemicals and chemical mixtures in class then they can see what they learned about through doing a lab. Mrs. Zahm facilitates what the students are supposed to be doing. She starts with the warm up activity giving them 5 or so minutes to complete it then goes over it with the class. After, she has the students all put on lab goggles and 1 or 2 people from each group come get a set of chemicals and well plates. They record the observations of chemical interactions in orgnized graphs they designed in their science journals and write whether a reaction happened or did not and if so, what the reaction may have looked like.
Having the students "think like a scientist" using their lab journals and record observations helps students with the inquiry portion of the science necaps. It gets students looking for patterns deducing information from an experiment. In the inquiry part of the necaps, the students may be provided with the results of an experiment and may need to base conclusions from those results. In the lab, the students had to use a mistery mixture and determine which substances were mixed based on the reaction. This required the students to use their observations from the 36 mixtures they had made from the 9 substances and compare it to the mistery mixture. This encourages students to draw conclusions which is something the necap may ask them to do. They had to organize results into a coherent fashion and make interpretations. Also, after the completion of the lab the students were asked to write a conclusion in their lab journals adressing certain points of the experiment.
I would strengthen inquiry elements such as encouraging students to come up with questions on their own. I want students to be actively thinking about what they are doing, why they are doing and how it affects them. This helps bring real world meaning to what they are doing in class which would enhance their learning. I might have the students incorporate these questions into their conclusion. I would also strengthen their records of their observations by telling students how important it is to record everything they see making sure they knew they would be referencing these observations for their conclusions and assessment of the task. When I am teaching I want to get students making more guesses and hypothesises both formally and informally in class. I will use this as a method to get them thinking like scientists and questioning things around them. I want to stress the importance of good laboratory procedures when the students are conducting labs in the class. It will especially help students with labs in high school if they learn and practice good procedures in middle school science classes.
On one of my visits, I observed the students get into groups and work on an online simulation together on the computers located on the lab benches at the back of the room. The teacher did not assign the groups so students were with their friends on this assignment. To deal with the frequent off topic conversation and horse-play, the teacher frequently reminds them of the consequences of continuing to behave the way they are. He tells them that they need to do well on the next test, that they need this assignment to boost their grade, and that they only have this class period to work on this so they had better finish it. This style works for him because he is older, experienced, and is very authoritative. The students know that he is tough. Unfortunately, although he holds the most power in the class, there are many troubled students in this lower level biology course.
There is a girl with a 504 that any teacher would find difficult to accommodate as it nearly allows her to do whatever she wants. She does not have any disabilities but is dealing with family and emotional trouble. The other students see that she can get away with just about anything and have a tendency to ride off of her privileges and she becomes a huge distraction. There is another boy in the class who is a class clown. He is socially motivated and has zero interest in doing any work. He is another big distraction as there seems to be no punishment that the teacher can give him that will make him want to do anything.
I'm not sure if the authoritative tactic would work as well for me as it does for I will probably focus more on establishing a little more rapport with my students. This probably wouldn't work alone but I would also assign groups to try and minimize the fooling around. I want most of the students to be able to see that I am really trying to help them and that I want to help them get a good grade. Many of these kids seem to have accepted that they simply don't get good grades. I have seen kids brag to the others that they only bothered to answer 2 questions on the entire test. I know that I won't be able to help every student but I hope that I can find a way to show them that I'm interested in seeing them do well even if no one else is.
Observation/Reflection #3: A Matter of Style
During my last visit, my cooperating teacher facilitated a computer-based inquiry activity in one of her classes. She began by asking students what they knew about the structure of an atom. Students with ideas were encouraged to draw their representation of an atom on the board and explain it. After a few minutes, a variety of very different ideas was on the board. My cooperating teacher then told the students that an online simulation would allow them to learn more about atomic structure. She allowed the students to self-select groups of two. After accessing the online simulation website on classroom computers, students built their own atoms out of protons, neutrons, and electrons. The program then gave information about the created atom (name, charge, stability, etc.) based on the student-made configuration. My cooperating teacher and I then asked students to create specific atoms and checked the final products for correctness. The students were also allowed to access a game on the simulation website, and a class competition followed.
This activity stressed the idea that atoms exist in more than one state and that the state of an atom is dependent on a multitude of factors. It encouraged critical thinking and the consideration that many variables influence not only the final outcome, but also one another. This activity also gave students the opportunity to relate existing knowledge to new material.This connection-making allowed students to more deeply understand the relationships among atomic components. The activity helped students to develop critical thinking and inquiry skills that are highly applicable to standardized tests like the NECAP. I liked this activity because it encouraged students to think critically about each individual problem instead of coaching them to identify and respond to particular situations within the problems. When teaching, I would like to also promote this style of productive and inquisitive critical thinking. I would like to further this style of thinking by helping students realize that it is applicable to many kinds of problems, not only the problems covered for class. Critical thinking is universally applicable, and students should be encouraged to apply their thinking skills wherever they can.